(IJCRSEE) International Journal of Cognitive Research in Science, Engineering and Education

Vol. 2, No.2, 2014.

THE CONCEPTUAL AND SYSTEMATIC SETTING OF

THE PRACTICAL TEACHING IN THE REPUBLIC OF
MACEDONIA (MODEL AND EXPERIENCES)
Dr. Lena Damovska, Institute of Pedagogy, Faculty of Philosophy,
Ss. Cyril and Methodius University - Skopje, Republic of Macedonia, E-mail: lenad@fzf.ukim.edu.mk
Dr. Elizabeta Tomevska-Ilievska, Institute of Pedagogy, Faculty of Philosophy, Ss. Cyril and Methodius
University-Skopje, Republic of Macedonia, E-mail: beti@fzf.ukim.edu.mk
Dr. Alma Tasevska, Institute of Pedagogy, Faculty of Philosophy, Ss. Cyril and Methodius UniversitySkopje, Republic of Macedonia, E-mail: alma@fzf.ukim.edu.mk

Abstract. Improving the quality of the practical

teaching in recent years has gained greater significance
among all the included parties of all the levels in the
educational process. Consequently, this issue has been
approached from several aspects in regards to the constitution of the conceptual, systematic, structural, and
content physiognomy in the organization and conduct
of the process of practical teaching. The successiveness in setting the research and its complete theoretical
foundation starts with setting up a model for practical
teaching, in which all the relative factors from the three
educational subsystems simultaneously and actively help
to develop it. This initiation is completed through the
provision of educational support, and realization with a
high level of activity, all in all accompanied by a continuous follow-up of the model. The action character of
the research represents continual movement in the direction of changes, additions, revisions, and expansions,
approached through analysis of the acquired knowledge,
developed competences, and relevant viewpoints of the
included interested parties.Due to the universality of the
basic pedagogical concept for practical teaching, which is
applied in this research, one of the ideas that the researchers had been for it to become a generator, i.e. a specific
example for support of practical teaching in higher education through the development of various profiles. It
primarily refers to that category of students who in the
future will choose whether they want to work as kindergarten teachers, primary or secondary school teachers,
or school pedagogues, in different levels of education.
Keywords: Practical teaching, Conceptual setting.
Corresponding Author
Dr. Alma Tasevska, Institute of Pedagogy, Faculty of
Philosophy, Ss. Cyril and Methodius UniversitySkopje, Republic of Macedonia,
E-mail: alma@fzf.ukim.edu.mk

Received: November, 19.2014.

Accepted: December, 04.2014.
Original Research
UDK 378.147(497.7)
378.014(497.7)

1. INTRODUCTION

Improving the quality of teaching in

higher education is an existing issue that can
be viewed through several phases. The specific teaching process that is analyzed was
introduced after the European Credit Transfer
System, and it implies a great degree of active
student participation in the realization of the
teaching. Thus it can be stated that since then
the efficiency and quality of the teaching have
been significantly enhanced, in addition to
student activity regarding the practical teaching. There are still more questions that are
left open, being of universal character, just as
teaching itself is open. Considering the profession of a kindergarten teacher, a primary
or secondary school teacher, and a school
pedagogue, according to the European Commission (2009a), it is of high priority to have
gained practical teaching experience, which
plays an important role in the responsibility
and preparation for the direct realization of
the educational work. The recommendations
of the European Commission are directed
towards the idea that practical teaching should
start from the very beginning of the initial education of the future kindergarten teachers, primary or secondary school teachers, and school
pedagogues, especially through observation.
Practical teaching would be more effective
only when the students have received concrete
tasks that they should focus on.

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Review of the organization of student practical teaching at the Faculties of

Teaching
Up until the Law for Higher Education was brought in 2010, at the Faculties of
Teaching in R. Macedonia1 there were realized different models in regards to the organization, realization, the dynamics of time, and
program settings. Their realization is directly
influenced by the accredited study programs.
With the Law for Higher Education of
2010, in Article 14 of the Law for Amending
the Law for Higher Education, it is stated that
the student is obliged in every study year to
attend practical teaching classes, which must
not be shorter than 30 days, hence being one
of the conditions for attending the following
academic year. The manner and conditions of
organizing the practical teaching classes are
given by the Sector Minister.
According to the Rulebook for the
Manner and Conditions of Organizing Practical Teaching Classes for Students, there has
been stated the setting of the practical teaching, wherein the institution of higher education should provide the conditions for collaboration with the appropriate partners for ordering such teaching.
The practical teaching must not last less
than one class, or more than eight classes a
day. According to Article 4 of the Rulebook,
during the realization of the practical teaching,
the student must be under the guidance of a
mentor in an institution of higher education,
who is responsible for the successful realization of the practical teaching classes. Additionally, in accordance with the Rulebook, the
student is obliged to lead a diary of day-by-day
activities during the realization of the practical
teaching classes.
The consistency in the implementation of the new law regulative regarding the
planning, programming, and execution of the
practical teaching in higher education starts
with setting up a new, contemporary model,
which is initiated from the governmental and
non-governmental sector, with the inclusion
of experts-representatives of all the Faculties of Teaching in the higher education in R.
Macedonia.
1 Ss. Cyril and Methodius University, Faculty of Philosophy, Institute of Pedagogy (Skopje); St. Kliment
Ohridski Faculty of Pedagogy (Skopje); St. Kliment
Ohridski University, Faculty of Pedagogy (Bitola);
Goce Delcev University, Faculty of Educational Sciences (Stip); and the State University, Faculty of Philosophy, Study Program of Pedagogy (Tetovo).

A contemporary model of practical

teaching at the Faculties of Teaching
The structure of such a system includes
the vertical and horizontal inter-institutional
cooperation, the mechanisms for development
and establishment of standards for practical
work, the development of standards for educational programs and training sessions, as well
as the establishment of a system of accreditation and certification of programs, institutions
and professional qualifications.
The application of the contemporary
ways of realization of practical teaching, in
which the students are continuously involved,
is represented through a high level of activity on their part. Consequently, this positively
reflects on the quality of their knowledge, the
development of pedagogical competences,
their being present in classes, while simultaneously presenting a possible way for overcoming part of the problems that arise when
studying according to the European Credit
Transfer System, which has been envisioned
as quite an effective way of studying.
It is understandable that the importance of the theoretical knowledge is not marginalized, but it asks for more enabling of the
requirements of the contemporary concepts in
higher education. In the viewpoints of some,
the practical teaching classes should take up
even 50% of the total number of lessons. Yet
it should be noted that there have been movements and changes in this direction regarding
the Law for Higher Education, with which the
practical teaching classes are becoming a mandatory element in all the years of studying.
The system interventions of more recent
times in the field of education have resulted
in conceptualizing a contemporary model for
carrying out student practical teaching. Such
an analysis has created the need to publish
Guidelines for Student Practical Teaching at
the Faculties of Teaching (OBSE Mission in
Skopje, 2013, pp. 4-6).
The general aim of practical teaching
is to direct the students and make them independent in regards to the active participation
in the educational process. The modeling has
been differentiated through three phases, concretized through a series of successive tasks.
In the first phase, the students are introduced
to the educational process, which is followed
by the phase of immediate involvement as
students are getting prepared for independent
realization, so that in the phase of independent
realization of activities, it is expected from the
students to have developed skills and abilities

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for independent realization of the profession

of a kindergarten teacher, a primary or secondary school teacher, or a school pedagogue, so
as to acquire professional self-confidence.
In the structuring of such a set model
of practical teaching, the responsibilities and
tasks of all the involved persons in the whole
process are precisely determined. The entire
process of practical teaching is supplemented
by formative and summative evaluation by the
assigned mentors (kindergarten teachers, primary or secondary school teachers, or school
pedagogues), as well as by the assigned mentors of the institution of higher education,
in addition to self-evaluation of the students
themselves, through a developed methodological apparatus.
The mentors of the institution of higher
education are obliged to prepare Programs for
Practical Teaching for every study year, which
is further given to the mentor institutions and
students. In the process of realization of the
practical teaching, the student continuously
fills in the methodological apparatus (evidence sheets, observation protocols, models of
operational preparations, evaluations sheets,
and self-evaluation sheets), and writes narrative reports. On the basis of the accumulated
instruments, the student then prepares a diary.
The process of executing the practical teaching is simultaneously reported by the mentors
and the involved educational institutions. In
the end, the whole process is under the jurisdiction of the mentor from an institution of
higher education, who in the final phase evaluates the students practical teaching, including
the opinions of the mentors- practicians.
The successfully realized practical
teaching class, having been confirmed as such
by the professor-mentor, is a prerequisite for
the student to attend classes in the following
semester.
The suggested concept for the realization of the practical teaching has consistently
led towards building relevant sets of pedagogical competences. This leads to the idea that
after the implementation of the contemporary
model of practical teaching, the results will be
quality knowledge and a system of developing
pedagogical competences for all the involved
persons in the process.
Involved partners in the process of
executing the practical teaching
The efficiency in setting up, organizing,
and realizing the practical teaching according to the suggested model is also noticeable

through the inter-institutional approach, i.e.

in all the stages, experts from the educational sphere are included (comprising the
governmental and non-governmental sector).
Respecting the contemporary tendencies in
such management is reflected through the
holistic approach of acting, on the part of the
relevant state institutions (the Ministry of
Education and Science State Inspectorate,
Bureau for Development of the Education in
R. Macedonia), as well as the professors from
the institutions of higher education, who have
a long tradition in the education of the future
kindergarten teachers, primary or secondary
school teachers or school pedagogues, and
practicians, supported by non-governmental
sector, or more precisely by the Department
for Education through the OBSE Mission in
Skopje.
In the process of developing the model
for practical teaching, directed towards the students at the Faculties of Teaching, the experts
have analyzed the states and challenges
regarding this issue. Consequently, their team
work has resulted in differentiating eight key
areas of action: momentary states; challenges
and perspectives in the process of executing
the practical teaching and recommendations;
goals of the practical teaching; responsibilities
and tasks of the students when realizing the
practical teaching; the role, responsibilities,
and tasks of the mentor-kindergarten teacher/
primary or secondary school teacher/school
pedagogue and the mentor-professor2; evaluation of the realized activities of the student
in the process of the practical teaching; and
required documents for the process of executing the practical teaching.
Providing appropriate educational support simultaneously influences the strengthening of the pedagogical competences of the
mentors from practice, and the developing of
the didactic competences of the students, envisioned as moving towards the improvement of
teaching in general. Programming the model
2 In the context of executing the practical teaching, on
the one hand, the mentor-kindergarten teacher/primary
or secondary school teacher/school pedagogue is in fact
a kindergarten teacher/primary or secondary school
teacher/school pedagogue, employed full-time at the
school (educational institution), who for the duration of
their working hours observes and mentors the students
from the Faculties of Teaching (or the Faculties of Philosophy), in collaboration with the relevant institutions
of higher education. On the other hand, the mentorprofessor is a professor who is employed full-time at an
institution of higher education, and is responsible for
following the student practical teaching (Ibid, pp. 5-6).

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of practical teaching is the first phase of the

educational support, followed by trainings and
workshops held by the professor-mentors, and
organized in two cycles: the first cycle covers
the mentor-practicians, who in the midst of
this process have the role of co-mentors, while
the second cycle covers the students who have
had the program presented to them, and as a
logical follow-up, all the obligations and tasks
that refer to the practical teaching.
If such a model of practical teaching is
analyzed as premises, then it is inevitable to
come to the conclusion that the characteristic
of proactivity in teaching occurs as a significant factor for improvement of the quality of
the teaching, and development of the pedagogical competences, especially since this educational scenario takes places in the sphere of
the immediate practical work.
The process of setting standards for
higher titles/positions of the teachers (primary
or secondary school mentor, and teacher advisor) is an advantage for the initiative for the
preparation of the Catalogue of the Basic
Professional Competences of Teachers.
The determinants that represent the
starting point in the preparation of the Catalogue refer to:
1. Cataloging the generic competences;
2. Covering the overall professional
engagement;
3. Defining the competences for contemporary teaching;
4. Respecting the educational context in
R. Macedonia.
The promotion of the new model of practical teaching (which presents a central theme
in this research) and the Proposed Catalogue
of the Basic Professional Competences of
Teachers represent initiatives for intervening
in the Law for Primary and Secondary Education, specifically in the section on professional
and career development of the teachers.
This study also tends to give its own contribution and scientific support to the teachers,
who take on the role of co-mentors with the
students, according to the model of practical
teaching, as a prerequisite in setting the standards for attaining higher titles of the teachers.
Employing contemporary methods of
cooperation in which the students are included
as equal partners requires a high degree of
their participation, which positively reflects
on the quality of knowledge and abilities, yet
at the same time represents a possible way to
promote the concept of learning by doing.

2. MATERIALS AND METHODS

Subject of this research is the conceptual
and systematic setting of the practical teaching
in R. Macedonia. The research itself has the
character of an empiric and action research,
which is directed towards executing a contemporary Model of Student Practical Teaching at
the Faculties of Teaching. The realization of
the model includes individuals from several
educational subsystems. Through surveying
the views and educational needs of all those
affected, the research subsequently gains
empirical character. But considering that the
received results, treated as exit points of
the practical process, are incorporated in the
improvement of the quality of the Model, the
research hence gains action character.
The goal of the research is to examine
the views and educational needs of the individuals that are directly involved in the process of realizing the practical teaching with
the students, in the function of improvement
of the quality of the suggested Model.
The character, layering, and extensiveness of such a research incorporate the realization of several tasks, which are grouped
according to the proposed action steps that
have been being taken during the research:
participation in the formation of a Model of
Practical Teaching; preliminary examination
of the Model in practice; changes according
to the preliminary realization; organization of
training sessions and seminars for the persons
involved; realization of the Model of Practical
Teaching; summative evaluation through analyzing the views and educational needs of the
co-mentors-kindergarten teachers/primary or
secondary school teachers/school pedagogues
and students; and integrating the received
results in the direction of improving the quality of the model.
The goal of the research is concretized
through the following tasks:
1. Examining the views, thoughts, and
educational needs of the teachers co-mentors
regarding the model of practical teaching;
2. Examining the views, thoughts, and
educational needs of the kindergarten teachers
co-mentors regarding the model of practical
teaching;
3. Examining the views, thoughts, and
educational needs of the school pedagogues
co-mentors regarding the model of practical
teaching;
4. Examining the views, thoughts, and
educational needs of the students from the
Institute of Pedagogy (Faculty of Philosophy

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- Skopje) regarding the model of practical academic 2013/2014) (SE/QKT)4

teaching;
3. Questionnaire for examining the
5. Revising and reconstructing the views and thoughts of the school pedagogues
model of practical teaching.
regarding the model of realization of the mandatory pedagogical practice (for the academic
Research Hypotheses
2013/2014) (SE/QSP)5
4. Questionnaire for examining the
General Hypothesis
views and thoughts of the students from the
The conceptual and systematic setting Institute of Pedagogy regarding the model
of the model of practical teaching positively of realization of the mandatory pedagogical
influences the views and educational needs of practice (SE/QS)6
the all involved partners in the process of realizing the student practical teaching.
Research Sample
Separate Hypotheses
In this research, several samples are
1. The teachers co-mentors positively covered:7
assess the effects from applying the model of
1. A sample of teachers co-mentors from
practical teaching;
primary schools in the city of Skopje (N=33);
2. The kindergarten teachers co-mentors
2. A sample of kindergarten teachers
positively assess the effects from applying the from primary schools in the city of Skopje
model of practical teaching;
(N=19);
3. The school pedagogues co-mentors
3. A sample of school pedagogues from
positively assess the effects from applying the primary schools in the city of Skopje (N=13);
4. A sample of students from the 4 study
model of practical teaching;
4. The proactive manner of practical years from the Institute of Pedagogy (Faculty
teaching, through using an appropriate pro- of Philosophy, Ss. Cyril and Methodius
gram and methodological apparatus, posi- University Skopje) (N=97).
tively influence the views and educational
needs of the students;
3. RESULTS AND DISCUSSIONS
5. There is a need to revise and reconstruct the model of practical teaching.
On the basis of the analysis of the data
Research Methods, Techniques and received from the surveyed teachers and kindergarten teachers mentors, it can be stated
Instruments
that for the duration of the practical teaching
This research employed several meth- there was continuous communication in the
ods, which helped to provide quality scientific direction of educational support of the stuconclusions, i.e. analysis, synthesis, descrip- dents (58,82%), as illustrated in Table 1.
Table 1. Communication between the partion, induction, and generalization.
In order to obtain relevant data, the fol- ticipants: kindergarten teacher/primary or secondary
lowing techniques and instruments were used: school teacher-mentor-students
Research Techniques: Analysis of pedagogical documentation, and surveying
Research Instruments:
1. Questionnaire for examining the
views and thoughts of the teachers regarding the model of realization of the mandatory pedagogical practice (for the academic
2013/2014)(SE/QT)3
2. Questionnaire for examining the
views and thoughts of the kindergarten teachers regarding the model of realization of the
mandatory pedagogical practice (for the
3 Summative Evaluation Questionnaire for Teachers
Co-Mentors

The results of the qualitative analysis

4 Summative Evaluation Questionnaire for Kindergarten Teachers Co-Mentors

5 Summative Evaluation Questionnaire for School
Pedagogues Co-Mentors
6 Summative Evaluation Questionnaire for Students
Co-Mentors
7 The persons in all the subsamples have participated in
training sessions and workshops for the Model of Practical Teaching with the students.

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are an advantage point for the positive experiences from sharing the practical experiences
in the process of the preparation of activities
and classes, for facing different teaching situations with the students, and for searching for
different approaches and solutions in teaching.
Such an approach enables student preparation
for applying contemporary teaching techniques and methods in curricular and extracurricular activities, for the possibility of linking the theory and practice, in the recognition,
and in the planning of individual work with
children/pupils who have special educational
needs, as well as in the applicative activities of
a different type. The effects of such organized
practical teaching are visible even through the
fact that the students have the opportunity to
fulfill direct work meetings with the principal,
and to get a close look at the programming and
realizing of the other types of teaching as well,
especially regarding additional and extra-curricular teaching.
With this suggested model, the practicians co-mentors specifically focus on the
possibility of the students to immediately participate in parent meetings, staff meetings, and
meetings with representatives of non-governmental organizations and the local community.
There is also a separate part in the
research in which the views of the co-mentors, primary/secondary school teachers and
kindergarten teachers are analyzed, especially
regarding the degree of their participation in
the practical teaching with the students, as part
of their own professional development. Using
an evaluation scale (1-5), 35.84% of those surveyed give a grade of 3, 26.41% give a grade of
4, while 28.30% give the highest grade. Such
information supports the statement that there
exists the need for interventional measures in
the legal decisions that concern the professional and career development of teachers.
For the purpose of more efficient mentoring, and as a result of the educational support that they gain through the Model (through
workshops and training sessions), there is confirmation from the results illustrated in Table 2,
according to which the highest spot is taken by
the methodological instruments, which further
help the co-mentor teachers to provide a systematic follow-up and evaluation of the work
and activities of the students. Aside from this
data, regarding the materials that they receive
with the program for practical teaching, the
school pedagogues co-mentors rank their
practical work with the students very highly.

Table 2. The purpose of the materials that the

teachers receive during the practical teaching

From the received data it can be stated

that the training sessions and workshops
(Ibid), which are conceptually set up following this Model, are unique in their character
and content, and refer to the strengthening of
the professional competences of the co-mentors teachers for practical work with students.
It is a notable fact that 90% of those surveyed
have stated that they have the need for educational support in the form of additional
trainings and materials, all for the purpose of
strengthening the pedagogical competences of
this field. As regards this question, the results
of the surveyed school pedagogues mentors
are nearly identical (83.30%).
They also emphasize the need for more
frequent dynamics of the work meetings with
the professors co-mentors from the institutions
of higher education, with the goal of revising
the program of practical work with students,
receiving additional materials (instruments)
for work with students, as well as suggestions
for decreasing the number of students in the
work groups (for the purpose of improving the
quality of the practical teaching). The suggestions that the co-mentors teachers give in addition, as to how the practical teaching should
be realized in the future, are affirmative (in
regards to their own experiences).
In the conclusions in this part of the
research, there is confirmation about the first
and second separate hypothesis according
to which the teachers co-mentors positively
assess the effects of the application of the
model of practical teaching.
Due to the specific nature and character
of the professional tasks of the school pedagogues in the educational institutions, the most
frequent forms of work with students in the
practical teaching are group work (39.13%),
i.e. individual work (34.78%), while individualized teaching covers only 8.70% (Table 3)

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Table 3. The most common forms of work of
the school pedagogue in the realization of the practical
teaching with students

The inter-institutional cooperation suggested in the Model has also been confirmed
through the received results, from the school
pedagogues co-mentors in this study as a subsample through which the exceptionally high
percentage (92.30%) of continuous communication and professional support in the relation between the school pedagogue-professorstudent can be observed. This cooperation is
noted in the mutual program conceptualization, as well as in the continual observation of
the program documentation by the students,
detected in the results with 53.84%, as the category of always, as opposed to the category
of never (with 7.69%).
It should be taken into consideration that
the systematic and conceptual setting of the
model of practical teaching leads towards several exits, and the final product (expressed
as a trained student with developed competences, recognizable in the labor market) will
have a special place.
The received results yet once again confirm the third separate thesis, in which the
school pedagogues co-mentors positively
assess the effects of the application of the
Model of practical teaching.
Examining the views and opinions of
the students regarding the realization of the
practical teaching, as linked to the views and
comments as a sub-research sample, the starting point referred to the general statements
that those surveyed in the research are somewhat mutually connected, and that aside from
the contemporary approach in the conceptualization of the program based on the Model,
there are still certain specifics in the realization itself.
Considering the fact that the research is
of an action type, the received results in this
study move in the direction of step-by-step
changes that will reflect on the quality of the
teaching, and the strengthening of the abilities
and competences of the future school pedagogues, i.e. the kindergarten and primary/secondary school teachers.

Table 4. The degree of participation of the student in practical teaching (outside the Faculty teaching)

Forty-one point eighty-seven percentage of the students, having given their views
on the possibility for practical training in the
framework of this teaching, with a numerical
grade from 1 to 5 (1 being the lowest, and 5
being the highest), have given the grade of 4
or 3 for it (41.87% or 30.23%, respectively)
(Table 4 and Graph 2). If this is supplemented
by the percentage of those who gave the grade
of 1 (5.81%), it can be concluded that a largest part of the students actively participate
in the practical teaching, outside the Faculty
teaching).
By examining the views and opinions of
the students, after the analysis of the results
from questions 10, 12, and 13, from the data
that arose it can be concluded that generally,
the students positively assessed the practical
teaching in the institutions of cooperation.
The students suggested that through with the
practical possibilities8, they are trained for a
holistic approach in teaching, with expressed
interaction and communication among all the
involved person in the process, and through
respecting their suggestions, which contributes to the development of their competences.
The given analysis, which has come
from the initial views and thoughts of the surveyed students about the model of realization
of practical teaching, leads towards confirming the fourth separate hypothesis, presenting
the idea that the proactive way of practical
work, through using an appropriate program
and methodological apparatus, has a positive
influence on the views and educational needs
8 For example: through conversational and work meetings with the school pedagogues and the other members
of the administrative staff (the principal and teachers);
through the presence at staff meetings and the possibility of direct participation in all the types of teaching;
through a direct approach to the complete pedagogical documentation; through an independent setting
of the teaching and activities; through participation in
staff meetings and parent meetings; through inclusion
in project activities and communication with the other
members of the local community.

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of the students.
If the attention is turned towards the
results received from the empirical part of the
research, including the relevant results from
those surveyed in the direction of the process of complete evaluation of the conceptual
and systematic setting of the Model, it can
be stated that there is a need for revising and
reconstructing it, as confirmed by the fifth separate research hypothesis.
The final results, being analyzed cumulatively, move in the direction of confirming
the general hypothesis in the research, which
represents the idea that the conceptual and
systematic setting of the Model of practical
teaching has a positive influence on the views
and educational needs of the involved persons
in the process of realizing the practical teaching with the students.

4. CONCLUSION
The final conclusion arises from the
nature of the problem itself, and from the
comprehensiveness of the conceptualization
of the suggested model of practical teaching in
higher education. The suggested concept for
the realization of the practical teaching consistently leads towards building relevant sets
of pedagogical competences, hence leading to
the thought that after the implementation of
the new model of contemporary teaching, that
will result in quality knowledge and a system
of developed pedagogical competences of the
included persons in the process.
The conclusions from this study guide
us towards the idea that in the future, there is
a need to revise the conceptual setting of the
practical teaching at every Faculty, in which
practical work starts even from the first year
at University. Consequently, this brings me to
confirm to you that the highly-active ways of
practical work, through their fragmented use
or through their continuous and wholly didactic use, in the form of developed models, such
as the case with this research, have a positive
influence on the pedagogical competences and
the quality of knowledge, especially in a multiplied format.
This study tends to give its own contribution and professional support to the teachers, who have the role of co-mentors with
students, according to the model of practical
work, as a prerequisite in the setting of the
standards for gaining higher teacher titles.
In conclusion, as a significant exit point
from this research, and keeping with the data

received in the section of this research that is

linked to the students, there is the need for
further research in depth on the quality of the
practical teaching in higher education, and
the views and opinions about the pedagogical
competences, as educational needs of every
student.
Conflict of interests
Authors declare no conflict of interest.

REFERENCES
Brady, L. (2002). Curriculum Development. New
York: Prentice Hall.
Child, D. (2004). Psychology and the Teacher
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